Desafios e perspectivas da Educação Profissional: análise da matriz curricular do Curso Técnico em Mineração no Centro de Educação Tecnológica de Congonhas/MG

Abstract

This study emphasizes the importance of understanding how technical education programs are structured in the face of transformations in the world of work, especially in regions deeply influenced by mining activities, such as Congonhas/MG. The research was developed to analyze the trajectory and changes in technical education offered by the Technological Education Center of Congonhas, aiming to understand how the Mining Technical Course has adapted to social, pedagogical, and technological demands over time. The central problem consists of identifying how the curricular matrices of this course were adjusted, between 2003 and 2023, to meet the requirements of the productive sector and current educational policies. The general objective is to investigate the transformations, continuities, and ruptures in the curricular structure, and the specific objectives include describing the course matrices, relating the organizational dimensions of the curriculum in Professional and Technological Education, and developing a Curricular Analysis Matrix as an educational product. Applied in nature and based on a qualitative approach, the research used documentary analysis of institutional archives and theoretical references on curriculum, professional education, and legislation. The results show that curricular changes followed legal modifications and the demands of the local mining sector, maintaining technicist and utilitarian aspects while incorporating efforts toward the integration of technical and civic education. It is concluded that the Mining Technical Course reflects the historical tensions of Professional and Technological Education in Brazil, oscillating between market-oriented training and the pursuit of emancipatory education, contributing to the reflection and improvement of curricular practices in technical education.